The working children of Tanzania: poverty and labour 

Written by Mayeda Tayyab

Tanzania is a country with a population of 45 million people, half of which are under the age of 18. According to the International Labour Organisation (ILO), about 4.2 million of Tanzania’s children (5-17 years old) engage in child labour, almost evenly split between boys and girls. Unfortunately, these children rarely earn anything for their labour as 92.4% work as unpaid family helpers while only 4% work in paid employment (International Labour Organisation and National Bureau of Statistics Tanzania, 2024). It is important to note that these numbers exclude any illegal activities involving children, like child trafficking, commercial sexual exploitation, and child slavery.

Why are these children working?

The main cause leading to child labour in Tanzania is poverty. As of 2022, half of Tanzania’s population – 26 million people – lived in extreme poverty (Cowling, 2024). Thus these families rely heavily on child labour to meet the financial needs of their home.

Poor families in rural areas dependent on farming for their livelihood cannot afford to buy machinery or hire help to assist with farming. Hence, children from these families take on a big part of the responsibilities that come with farming. This kind of child labour falls under the category of unpaid family work. Most of these children are exposed to harsh climates while working on farms and work gruellingly long hours.

In addition to carrying out unpaid family work to help with finances, these children simply cannot afford to go to school. Many children from such backgrounds, particularly those living in rural areas, also need schools within safe distance of their homes. With no access to public transport and the inability to afford private transport, children who go to school must walk long distances to do so. Therefore, many children in these cases end up dropping out of school, unable to keep up with the work at home as well as studies.

Unpaid family work: tobacco farms

Child labour itself is not the only problem faced by Tanzanian children, their safety and well-being in performing hazardous work for low to no pay is also a critical matter. A good example of this is child labour in tobacco-growing communities. This work takes the form of unpaid family work.

Children working in this industry perform a wide range of duties from field preparation to construction of barns, packaging, and cutting firewood. Working in open tobacco fields exposes these children to extreme weather conditions: scorching heat from the sun. On top of that, children spend hours working in unsanitary and unventilated sheds used to manage and store tobacco. All of this work involves handling tobacco and toxic fertilizers without any protective gear, having detrimental effects on the health of these developing children. There is also limited access to first aid kits in cases of injury while working on the farm.

In 2016, ILO and ARISE conducted an assessment on children working in hazardous conditions and its impact on their health. During the research, it was found that half of the children interviewed for the study were working 5-8 hours a day, while one-third were working more than 8 hours a day – exceeding the standard working limit for adults – in dangerous conditions. Hence, in addition to the health risks associated with working in tobacco fields without protection, these children also suffer from extreme exhaustion due to the long hours and the physical demands that such work requires.

Child domestic workers

Another type of child labour common in Tanzania is in the form of child domestic workers. According to Anti-slavery International (2024), around 3% of the urban homes in Tanzania have child domestic workers. Almost a third of these child workers are between the ages of 10 to 14 and most of them (more than 80%) are girls (Anti-slavery International, 2024).

Tanzanian children end up in domestic servitude in two main ways: 1) Girls who run away from their families escaping domestic violence or forced marriages – a common practice in rural Tanzania where daughters are married off at a very young age for ‘the bride price’ to reduce the financial burden on the family, 2) Girls who are sent to cities to work as domestic workers by their families as an alternative to child marriage.

This kind of child labour comes with its risks. Unfortunately, many child domestic workers suffer physical and sexual abuse at the hands of their employers. Parents who send their kids to cities for this kind of work are often unaware of the abuse and exploitation faced by the children at the hands of their employers. These child domestic workers find themselves in extremely vulnerable positions and under the complete control of their employers as most of them do not have any formal work contract (only about 0.5 % of them have formal contracts), little to no pay for working up to 60+ hours a week, and no access to proper schooling (Anti-slavery International, 2024). With no financial independence and isolation from family, these children have no means of escaping the abuse they suffer at the hands of their employers. According to Anti-slavery International (2017), 40% of children working as domestic workers suffered physical abuse, 17% experienced sexual abuse, and more than 60% were illiterate.

Education and child labour

Child labour has a direct impact on children’s early education and a long-term impact on decent employment in adulthood. According to the International Labour Organisation (2018), most of the children engaged in child labour (nearly 95%) work in agriculture and almost all agricultural labour (92.5%) is unpaid family work. This type of work entails long hours, leaving no time for studies, hobbies, and activities with friends. Hence, Tanzanian children in child labour have a much higher school dropout rate than children who are not working. These working children, even if enrolled in school, are at a disadvantage in maintaining their studies and grades than children who are not in child labour.

Furthermore, 8% of Tanzanian children within the compulsory schooling age (7-13 years) are not enrolled in school (International Labour Organisation, 2018). 40% of these children have either never been to school or have dropped out of school due to several reasons such as the distance of the school from home, and the cost of attending school (International Labour Organisation, 2018). Some of these children are not interested in attending school, while some of them are looking for work, others cannot go to school due to family responsibilities such as caring for sick family members or children.

Thus Tanzania’s child labour has a detrimental impact on its children’s early education and development, creating adults with little to no basic skills needed to secure decent employment, therefore creating an endless cycle of poverty and child labour.

References

Cover Image “Helping Hands” by USAID/Tanzania via Flickr

Nepal: Discrimination in the Educational System

Written by Iasmina-Măriuca Stoian

Nepal, also known as the Federal Democratic Republic of Nepal, is situated in the southern part of the Himalayas.  It is famous for its breathtaking mountainous landscapes, diverse population, and rich cultural and spiritual heritage. However, behind this picturesque panorama lies a more stressful landscape full of millions of children facing a serious and persistent issue, spread all over the country. An issue which has been affecting the country’s prosperity and aspiration for socio-economic development.

Inclusion and access to education are two fundamental rights enshrined in the Universal Declaration of Human Rights (UDHR), specifically in Article 26. Furthermore, the education given must be provided without discrimination, as it is linked to another fundamental right, freedom from discrimination, as stated in Article 7.

However, the discrimination in the educational system in Nepal seems to have numerous causes, from political conflicts, that cause disruptions and displacements of entire families, to socio-economic backgrounds, that include poverty, inadequate infrastructure, and others. This article aims to explain the fragile connection between the causes and the results, namely the types of discrimination that exist in the educational system in Nepal. It will further present some of the solutions for those issues and the government’s perspective for the future, according to the School Education Sector Plan (2022)

Origin-based discrimination

While the term “Dalit” does not have an official definition, it can be understood from the Nepalese context as “untouchables” persons or as a minority caste group that is (especially) educationally disadvantaged. In Nepal, Dalits experience a poverty rate of 42%, compared to the national average of 25.2% (International Dalit Solidarity Network, 2021). While poverty is not a direct cause for educational exclusion for Dalit groups, it is one of the factors that lowers this group on the caste hierarchy

Despite the adoption of the Caste-based Discrimination and Untouchability (Crime and Punishment) Act in 2011, cast-based violence and discrimination towards Dalit people are still a reality. In the educational system, there is a discrepancy between what is taught in classrooms and what is effectively happening. While teachers are not always showing direct discrimination, some cases show the tendency to avoid staying, drinking or eating near them, a sort of ‘hidden’ or ‘silent’ discrimination. Caste-based discrimination is therefore one of the reasons why Dalit students are falling behind in education, whether it is related to the accessibility to education or discriminatory behaviour from other students or teachers. On a further basis, this discrimination can lead to other issues, such as the higher risk of child labour compared to other children.

Gender biases

In Nepal, Dalit female students experience double discrimination, as they are both females and part of Dalit culture. According to a survey from 2020 (World Economic Forum, 2020), Nepal is ranked as the 101st out of 153 countries on the Gender Gap Index. The statistics reflect gender-based discrimination on enrolment rates, dropout rates and academic performance rates. What is interesting is that, like origin-based discrimination, gender biases are interconnected with educational exclusion, influenced by social, cultural, and economic factors.

In the socio-cultural context, there is a tendency towards a patriarchal system of social relations, where male students experience less discrimination than female ones, and girls are under the burden of housework. Even the educational system promotes gender inequality, by providing textbooks and other materials that lack female representation or are mostly presented as passive characters. In contrast, male characters are represented as the main source of knowledge and wisdom.

Disability inequity

This issue has an underlying bigger issue, at the national level. It was reported that the current national disability classification system is very restrictive and does not meet international standards. Moreover, it lacks proper collection of data regarding persons with disabilities both inside and outside the school children. In the end, more and more children not only lack proper access to education, but they are also victims of discrimination, abuse and other injustices, but nothing has changed. Only about 50% of schools in Nepal are providing remote teaching and learning support for students with disabilities (Sherpa et al., 2020). This number increased especially after the pandemic. However, not only the quantity is important, but the quality of education given also plays a crucial role.

Despite the progress in policy and the adoption of new policies to promote disability rights, such as the Disability Rights Act and an Inclusive Education Policy for Persons with Disabilities in 2017, children are still offered poor education and are facing discrimination. Segregation from other children from other classrooms is one form of discrimination, as children with any kind of disabilities are divided from the other students, despite some children’s wish to learn in the same classrooms as normal people, according to some interviews conducted by Human Rights Watch. In the end, the lack of trained teachers, lack of reasonable accommodations, physical accessibility and segregation are some of the obstacles that are a constant burden on the backs of children with disabilities in Nepal.

Language barriers

This issue is closely linked to the discrimination between indigenous children in schools. Nepal, apart from its  diverse culture, is also one of the most linguistically diverse countries in the world, having 123 spoken languages and ethnic groups, according to the Census Report from 2011. Moreover, 36% of the total number of children in Nepal are indigenous. However, children from minority language backgrounds or who have limited proficiency in Nepali, also have limited access to education, while some children have access to education in their native language. As a result, the lack of educational materials combined with the lack of trained teachers in different languages heavily affects the education process of students who are indigenous or from minorities, leading to low academic performances, illiteracy, and high dropout rates.

Future Perspectives and solutions

To mitigate those issues, the Government took steps to improve the educational system and lower the discrimination rate. Most of them are outlined in the School Education Sector Plan, drafted by the Ministry of Education, Science and Technology.

Among the proposed solutions, the ministry highlighted the need to adopt an inclusive curriculum in schools that ensures equity (especially) for students that come from marginalized groups, such as the Dalits, and ones with disabilities. The plan also includes making the education system more effective, improving its quality, and including alternative pathways of education to be more accessible. Additionally, there is a recognized need for multilingual education to eradicate language-based discrimination and for more trained teachers and staff, for the purpose of encouraging community engagement.

Some policies drafted by UNICEF also recognize the need for collaboration between international organizations and the government, to make sure children’s rights are protected and help with implementing more protective programs.

Lastly, it is important to monitor and closely look at the progress, in the hope that is ensured the effectiveness of the policies and accountability in the battle to eliminate discrimination in the educational sector.

Reflections and summary

Reflecting on the multi-layered issues that affect the educational system in Nepal, discrimination is a main barrier to equitable education, whether it is based on origin, gender, disability or language. Despite the government’s efforts to tackle this issue, the problem persists. The mixture of the social, economic and cultural factors reflects the complexity of the issue. Looking into the future,  there is a need for a collective effort in order to make schools more inclusive, more accessible, and more supportive.

References

  • Nepal: Separate and Unequal Education | Human Rights Watch. (2011, August 24). https://www.hrw.org/news/2011/08/24/nepal-separate-and-unequal-education
  • How the Nepali education system furthers gender inequality—The Record. (n.d.). https://www.recordnepal.com/how-the-nepali-education-system-further-gender-inequality
  • International Labour Organization. (September 2023) Executive summary. Issue paper on child labour and education exclusion among indigenous children. https://www.ilo.org/wcmsp5/groups/public/—ed_norm/—ipec/documents/publication/wcms_894323.pdf
  • UNICEF. (August 2021). Disability-Inclusive Education Practices in Nepal https://www.unicef.org/rosa/media/17006/file/Country%20Profile%20-%20Nepal.pdf
  • Human Rights Watch.(2018).Nepal: Barriers to Inclusive Education. https://www.hrw.org/news/2018/09/13/nepal-barriers-inclusive-education
  • Human Rights Watch. (2021). World Report 2022. https://www.hrw.org/world-report/2022/country-chapters/nepal
  • Gupta, A. K., Kanu, P. K., & Lamsal, B. P. (2021). Gender Discrimination in Nepal. Journal of Contemporary Sociological Issues, 1(2), 145-165. https://doi.org/10.19184/csi.v1i2.25592
  • Maya S.,Aedo, Kartihka R. (2020, December 4). Making learning accessible to all in Nepal. https://blogs.worldbank.org/endpovertyinsouthasia/making-learning-accessible-all-nepal
  • Deviram Acharya.(2021). Status of Girls’ Participation in Higher Education in Nepal. 6(2), 68-85.https://files.eric.ed.gov/fulltext/EJ1328281.pdf
  • Sonu Kahali, Sipra Sagarika. (October 15 2021). Education and Caste Based Discrimination: A Sociological Understanding. 10(2). https://www.researchgate.net/publication/356161834_Education_and_Caste_Based_Discrimination_A_Sociological_Understanding
  • Damodar Khanal.(2015). The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. https://pure.manchester.ac.uk/ws/portalfiles/portal/84027010/FULL_TEXT.PDF
  • Government of Nepal, Ministry of Education, Science and Technology. (2022).School Education Sector Plan. https://moest.gov.np/upload_file/files/post/1668690227_1997409338_Nepal%20School%20Education%20Sector%20Plan%20final%202022%20.pdf
  • Adhikari, K. P., & Gellner, D. N. (2023). Two Steps Forward, One Step Back: Dalit Experiences of Primary and Secondary Education in West-Central Nepal. In K. Valentin & U. Pradhan (Eds.), Anthropological Perspectives on Education in Nepal: Educational Transformations and Avenues of Learning. Oxford University Press. https://doi.org/10.1093/oso/9780192884756.003.0005
  • UN General Assembly. (1948). Universal declaration of human rights (217 [III] A). Paris.
  • Gupta, A., Kanu, P., & Lamsal, B. (2021). Gender Discrimination in Nepal: Does It Vary Across Socio- Demographics? Journal of Contemporary Sociological Issues, 1, 61–82. https://doi.org/10.19184/csi.v1i2.25592
  • Convention on the Rights of the Child Shadow Report Submission: Indigenous Children’s Rights Violations in Nepal. (2016). https://www.culturalsurvival.org/sites/default/files/media/nepalcrcreport.pdf
  • Sangmo Yonjan-Tamang. Linguistic discrimination and conflict. (n.d.). Retrieved 18 March 2024, from https://kathmandupost.com/columns/2021/03/02/linguistic-discrimination-and-conflict

Cover image: Grade 8 student studies at Shree Dharmasthali Lower Secondary School, Pokhara, Nepal. Photo by Jim Holmes for AusAID. via Wikimedia Commons

Education Cannot Wait: Empowering Children in Crisis Through Global Fund for Education

Written by Frida Brekk

In a global landscape characterized by conflicts, disasters, and protracted crises, the fundamental right of education often finds itself neglected. However, since its establishment in 2016, Education Cannot Wait (ECW) has emerged as a beacon of hope for countless children and youth affected by such circumstances. Functioning as the United Nations’ global fund for education in emergencies, ECW strives to bridge the gap that exists between immediate humanitarian response and long-term development aid. Its primary objective is to ensure that children can avail themselves of safe, high-quality, and inclusive education.

Through its significant and impactful initiatives, Education Cannot Wait plays a crucial role in empowering children worldwide. Emergencies, whether arising from conflicts, natural disasters, or other crises, disrupt lives and inflict profound devastation upon communities. Amidst such chaos, the fundamental right to education is often relegated to a secondary concern.

Displaced children, in particular, frequently find themselves deprived of access to schools, teachers, and educational resources, thereby jeopardizing their prospects for a better future. The absence of education further exposes these children to heightened vulnerability, exploitation, and the perpetuation of cycles of poverty and inequality. Acknowledging the pressing urgency of this situation, Education Cannot Wait was established with the explicit purpose of addressing the educational needs of children enduring crisis situations.

The fund operates as a unique partnership that brings together governments, United Nations agencies, civil society organizations, donors, and other stakeholders. Its goal is to mobilize resources and coordinate action to deliver quality education to children and youth affected by emergencies. By aligning humanitarian and development efforts, ECW aims to create sustainable solutions and provide education as a lifeline for affected communities.

How does the ECW fund work?

Key Objectives and Strategies of ECW include endeavours to secure and invest resources for education in emergencies. By leveraging both public and private funds, the fund aims to close the financing gap and ensure sustained support for education programs during crises.

Through its Rapid Response Mechanism, ECW can quickly disburse funds in the early stages of a crisis. This enables the immediate establishment of temporary learning spaces, the recruitment and training of teachers, the provision of learning materials, and the delivery of psychosocial support.

Education Cannot Wait promotes innovative approaches and partnerships to improve education outcomes in emergencies. By collaborating with governments, NGOs, and the private sector, ECW strives to harness technological advancements, adapt education models, and implement effective programs that reach vulnerable children.

Impact and Sucess Story in Africa’s Lake Chad

Since its inception, Education Cannot Wait has made a significant impact on the lives of crisis-affected children. It has reached over 4 million children and youth across more than 30 countries, providing them with access to education and restoring a sense of normalcy amidst chaos. ECW’s initiatives have resulted in increased school enrolment rates, improved learning outcomes, enhanced protection measures, and the empowerment of marginalized groups, particularly girls. 

One notable success story is ECW’s partnership with UNICEF in the Lake Chad Bassin region. Through innovative programming, ECW has established learning spaces, trained teachers, and delivered essential educational materials to children affected by the Boko Haram insurgency. These interventions have allowed children to regain a sense of stability and hope, paving the way for a brighter future.

The violence in Cameroon’s Far North region, coupled with challenges such as poverty, weak public services, armed conflicts, and climate change, have put the affected children and adolescents at risk. ECW’s funding seeks to ensure their safety, rights, and access to quality education. The investment is supporting teacher training, infrastructure development, and community-based initiatives to promote inclusive education and empower girls. This funding complements previous ECW investments in Chad, demonstrating a commitment to education in emergencies and the well-being of crisis-affected children and adolescents.

Education Cannot Wait’s tireless efforts to prioritize education in emergencies have brought hope and transformation to countless children and youth affected by crises worldwide. By bridging the gap between humanitarian response and development aid, ECW has proven that education can be a powerful catalyst for change.

Cover Image: Lake Chad Bassin crisis january 2017 via Flickr

References

Education Cannot Wait (ECW) Official Website https://www.educationcannotwait.org/

Ibid. “Where we Work”, Chad. https://www.educationcannotwait.org/our-investments/where-we-work/chad

Cybermobbing in Europe

Written by: Mayeda Tayyab 

Cyberbullying is a prevalent form of bullying in today’s society. It takes place through electronic communication channels (e.g. emails, social media, texts) to harass and intimidate someone. Bullies can target a person through various electronic mediums like text messages, social media applications, and emails. However, cyberbullying itself takes many forms, and cyber-mobbing is one of them. 

According to STOMP Out Bullying (2024), cyber-mobbing is a form of cyberbullying that is conducted by more than one person. It is a group of people that gang up on one person using rumours, intimidation, while making it seem like the victim is responsible for the reception of such treatment (victim blaming). This kind of cyberbullying is hard to track as the person responsible for instigating the attack hides behind multiple online aggressors. Being attacked by a group of people also makes it extremely hard for the victim to defend themselves, breeding the feeling of isolation. 

Real-life consequences 

Although cyberbullying primarily takes place online, it has real life implications. One such case is of Lindsay, a 13-year-old French girl who fell victim to online abuse, which led to her ending her own life. Even after the death of the victim, the online abuse against her continued as bullies made social media posts rejoicing about her taking her own life. The judicial investigation into this case led to the charging of four minors for “bullying leading to suicide” and one adult for “death threats” (The Brussels Times, 2023). In addition to this investigation, Lindsay’s family filed a lawsuit against Facebook for failing to tackle hate speech and violating their obligation to moderate the content on their platform. Another suchcase is of Lucas, 13, who committed suicide in 2023 after being bullied at school for months due to being gay. Four secondary school students were charged and found guilty of bullying in June 2023 in this case. 

Recent surveys have also shown that 10% of students in French schools face bullying by their school fellows via social media (RFI, 2023). In light of these cases, the French Minister of Education, Pap Ndiaye, announced that all middle schools will provide hour-long anti-cyberbullying sessions to students to raise awareness at the start of the 2023 academic year. The ministry also announced the appointment of a special advisor to each school to deal with such cases and increased the funding for helplines for students in distress. 

Nicole ‘Coco’ Fox, a 21-year-old Irish woman, also experienced the same fate as these French teenagers whenshe took her own life due to bullying. She hanged herself after suffering from three years of online and physical abuse. Through the intense campaigning efforts of Nicole’s mother to push for national legislation punishing bullying, Ireland finally adopted Coco’s Law in 2021 (Genovese, 2023). Under this law, any person who publishes intimate images of a person without consent will face prison for up to 7 years. This law has resulted in the prosecution of hundreds of people for cyberbullying and intimate image-based online abuse (Genovese, 2023). 

Legislation

There is no EU legislation on tackling online bullying across Europe because such legislation would not be legally binding. This leaves the issue of cyberbullying up to governments. After devastating cases of suicide among young people in France, Ireland, and Italy, laws that criminalise  cyberbullying to prevent further harm have been adopted, although the damage to the existing victims of such harassment is already done. Despite this, most European countries still have no laws in place to protect children from online abuse. Governments and policymakers must take a proactive approach to cyberbullying to prevent psychological and physical harm to young people as has been demonstrated by cases such as Lindsay and Nicole Fox. 

With minimal legal protection in most countries, the onus of tackling cyberbullying on a mass scale falls on social media companies. In Lindsay’s case, a lawsuit against Facebook claimed that they were aware of the hateful posts directed at Lindsay and failed to remove them from their platform. Facebook responded to these claims stating that any content reported to be hateful is removed by them. 

What are social media applications doing?

Facebook has partnered with NGOs to form the Online Civil Courage Initiative, funding campaigns against hate speech and terrorism on Facebook (Ambasna-Jones, 2016). Facebook polices the content on their platform through their reporting system. Therefore, unfortunately, if any hateful content is not reported, it goes unnoticed by Facebook. Furthermore, there is no data to show how many reports received by Facebook are resolved and result in the removal of abusive content and accounts (Ambasna-Jones, 2016). There is a block feature on the app to remove anyone who might be harassing someone on Facebook, however, it is not enough to tackle cyber-mobbing which involves multiple people targeting a single person as they can still spread hateful content to the friends of the victim through social media as well as other online channels. 

Instagram, owned by Facebook, also has a similar reporting mechanism against abusive content, hate speech, and underage users (below the age of 13). Instagram claims to have a 24/7 report monitoring system, which is responsible for the removal of hateful accounts and reporting the perpetrators to local authorities (Ambasna-Jones, 2016). However, similar to Facebook, there is no data to show the effectiveness of their reporting mechanisms. 

X (formerly known as Twitter) is grappling with similar issues as Facebook in this regard. Although they have improved their reporting mechanisms, there is no data to show how many of these reports are successful and their overall impact on tackling abuse on X. 

Although these social media platforms have mechanisms in place to police bullying and abusive content, they are not taking a proactive approach to stop online harassment, as evidenced by Lindsay’s case where people were posting hateful content about her event after her death and Facebook failed to remove it. There needs to be a system in place that would screen social media platforms for any abusive material without the need for reporting to address cyberbullying before the materialisation of any psychological or physical harm.

Consequently, cyber-mobbing is a growing issue amongst the children in Europe. The national governments and social media companies must collaborate to tackle this issue via the criminal justice system and electronic preventative measures to remove abusive material from online spaces before they cause any harm. 

References

Poor quality education in South Africa

Written by Natacha Daniel

“South Africa has one of the most unequal school systems in the world. Children in the top 200 schools achieve more distinctions in mathematics than children in the next 6,600 schools combined. The playing field must be levelled,” said Sheila Mohamed, Executive Director of Amnesty International South Africa.

South Africa, a diverse and promising country, is at a crossroads in its educational environment. Despite progress towards educational equality and accessibility, a dark cloud looms over the nation’s schools: a problem of inadequate educational quality. In this article, we will look at three crucial aspects of the South African education system that contribute to poor teaching and learning: poor time management, insufficient attention to text, and shockingly low levels of teacher subject knowledge. This article uncovers a harsh reality: South African teachers and schools lag well behind their notably poorer regional neigbours. 

Education in South Africa

According to The Economist’s 2017 League Table of Education Systems, South Africa ranks 75th out of 76 countries. According to the most recent figures, 27% of pupils who have completed six years of schooling are unable to read.

Only 37% of children who enter school pass their matriculation test, and only 4% go on to complete postsecondary education and receive a degree (The Economist, 2017). According to the Department of Higher Education and Training, 2.8 million residents between the ages of 18 and

24 are unemployed, not enrolled in an educational institution, and are not getting training (Gater & Isaacs, 2012). 

South Africa, according to the Centre for Education Policy Development (2017), has a high-cost, low-performance education system that fails to contrast favourably with education systems in other developing nations. As a considerable proportion of students reside in rural regions with inadequate conditions, both students and the government incur significant financial burdens (ExpatCapeTown.com, 2016). Local governments are seeking to balance the scales. According to UNICEF (2017), South Africa spends a greater proportion of its GDP1 on education than any other African country. Nonetheless, no meaningful improvement in the country’s education difficulties can be seen. According to Govender (2017), 18 South African schools had 0% success rates in the 2016 national senior certificate examinations.

The HIV AIDS Impact on Education

Although HIV Aids has had a world known impact in many countries, great emphasis is placed here in South Africa. Notably South Africa’s education system has had first-hand experience of the detrimental effects of HIV, through the reduction of able, qualified teachers and its continued disruption on the education of many young pupil’s lives. It goes without saying that without continued support and assistance from actors South Africa will see a further delay in its social and economic development. Key issues to be identified is as follows:  

The HIV/AIDS epidemic specifically in South Africa continues to harm educational development; and there is a decline in the supply of educational services due to teacher fatalities and absenteeism. 

Significant medical along with additional costs are being imposed on the educational system for medical care and death benefits for infected teachers, in addition to recruiting and training replacements for teachers lost to AIDS, according to studies in many countries, including Kenya, Malawi, Nigeria, Zambia, and Zimbabwe. The number of school-aged children is decreasing because of HIV Aids. Children who are born with the virus seldom survive long enough to attend school. Orphaned children are frequently neglected and are less likely to attend school than non-orphaned youngsters (cited in Constitution of South Africa, no date). 

The consequences of HIV/AIDS have an adverse effect on the quality of education.  Infected teachers are frequently absent or too unwell to deliver adequate teaching. Substitute educators could fail to possess the necessary expertise or credentials to replace certified teachers. Hence why it is unwise for the government to continue treating HIV/AIDS as a non-serious issue and divert its funding in the fight against the HIV/AIDS epidemic as a result the quality of education is declining notoriously especially towards government schools (Statistics South Africa, no date). 

According to the Medical Research Council, there was an immediate increase of HIV Aids between 1993 and 2000. One potential explanation is that people were distracted by the political turmoil.  HIV Aids was spreading as the South African people and the world’s media concentrated on the country’s political and socio-economic upheavals. Although the outcomes of these political reforms were favourable, the pandemic did not receive the attention it required. It is feasible that a quick response will limit the impact of the outbreak. According to the president of the Medical Research Council, AIDS killed around 336,000 South Africans between the mid2000s and the mid-2006s (Avert, no date). 

Apartheid’s Impact on Education in South Africa

During the apartheid, spanning from 1948 to 1994, and arguably persisting in nuanced forms today, the South African government enforced a discriminatory system that continues to cast a long shadow over the country’s education system. The impact of apartheid on education, particularly for black pupils, has been profound and enduring. Scholars contend that while overt segregation policies may have formally ended, the remnants of this system persist in more subtle, systemic inequalities. This lingering influence raises questions about the true extent of transformation in South Africa’s educational landscape. This section of the study discusses the major characteristics of apartheid’s influence on South African education.

Education Under Apartheid

The educational landscape in South Africa was marred by racial segregation during the apartheid era. The Bantu Education Act of 1953 entrenched a system of stark inequality for Black South Africans. In contrast to their White peers, Black students were subjected to an inferior education, characterised by meagre resources and underqualified instructors.

Apartheid systematically limited access to quality education for non-White South Africans. Black students oftentimes were taught in their native languages, and the curriculum aimed at channelling them into low-wage occupations, thereby perpetuating socioeconomic disparities.

These disparities created a stark contrast between White and Black schools. While White schools enjoyed increased government spending, improved infrastructure, and well-qualified teachers, whilst on the other hand Black schools suffered from overpopulation, insufficient resources, and deteriorating infrastructure. This inequality prompted significant resistance, with students, teachers, and community leaders staging protests, notably during the 1976 Soweto Uprising.

The enduring effects of apartheid on education are still evident today, as educational disparities persist. The government is actively addressing these historical injustices by striving to provide more equitable educational opportunities for all South Africans. Apartheid’s lingering effects may still be seen in modern South Africa, presenting a complicated legacy in the field of education. Permeating educational disparities exist, posing a problem that the government is working to address to rectify past injustices and provide more egalitarian opportunities for all.

The dedication to building a more equitable education system demonstrates a determined attempt to address apartheid’s lingering impacts, recognising the necessity for comprehensive and long-term approaches that transcend historical inequalities. As South Africa continues its path towards educational equity, the determination to remove gaps remains a critical component of the country’s commitment to a more inclusive and just future. 

Policy recommendations

Among the intricate tapestry of difficulties plaguing South Africa’s education system, it is imperative to recognise that an exhaustive and nuanced strategy is required for effective reform. This strategic approach demands a thorough analysis of certain aspects, such as skill development, to identify specific areas of intervention. The next policy suggestions, for example, will examine the national skills development strategy controlled by SETA (sector education and training authority). These proposals aim to effect significant improvements by taking a focused position on recognised challenges, building an inclusive and efficient educational landscape that overcomes past imbalances in South Africa’s learning institutions.

Enhancing Skills Development Strategy for Improved Education:

In the pursuit of elevating the national skills development strategy, particularly the industrial training program currently under the oversight of SETA (Sector Education and Training Authority), the aim is to optimise its efficacy. The primary goal is to foster a heightened level of competitiveness within the business sector and enhance the overall efficiency of the state. Regrettably, the current performance of SETAs falls short of the government’s articulated mission, prompting imminent reforms in the coming year or two. The recommended reforms are poised to rejuvenate and align the skills development strategy with the nation’s objectives for a more robust and competitive educational landscape.

Quality Improvement and Development Strategy in South Africa:

South Africa’s pursuit of an impartial and high-quality education system demands an aggressive strategy centred on continuous improvement and development (Department of Basic Education, 2021). Multiple groups and organisations contribute to this effort, displaying a deliberate effort to minimise educational challenges. The Department of Basic Education’s Curriculum Evaluation Policy Statements (CAPS) provide a comprehensive framework for curriculum creation and evaluation.

In addition, efforts like those made by the South African Institute of Distance Education (SAIDE) actively contribute to improving the quality of education (SAIDE, 2021). SAIDE’s emphasis on new distant education approaches corresponds with the larger objective of improving educational accessibility and inclusion. Adherence to international standards is a vital component of this strategy. The South African Qualifications Authority (SAQA) aligns educational degrees with worldwide benchmarks, increasing global competitiveness and the legitimacy of South Africa’s education system (SAQA, 2021).

In a ground-breaking move, the government is set to allocate a substantial R12.5 billion investment over the next five years to spearhead a transformative education program aimed at redressing the enduring impact of apartheid on the educational landscape.

The initiative involves the identification of five thousand underperforming schools situated in remote areas, serving as a direct response to the legacy of apartheid. Substantial resources, including libraries, laboratories, and teaching materials, will be allocated to these schools. Additionally, educators will benefit from targeted support through education development programs and dedicated development teams, as outlined by Hoogeveen and OzIer (2004).

The pedagogical approach within these schools will prioritise the acquisition of vital content and academic skills, with a keen focus on imparting crucial literacy and numeracy skills to learners. Importantly, the progress of both learners and their respective schools will undergo regular monitoring and assessment, reflecting a commitment to ensuring sustained improvement and accountability in tackling the prevailing challenges in South Africa’s education system.

In a significant development, government funding for the Higher Education (HE) system in South Africa has witnessed a remarkable doubling since 1996. The restructuring of these institutions is strategically aligned to enhance the country’s capacity to educate and train a workforce characterised by both skills’ excellence and global competitiveness, meeting internationally accepted standards of quality. The paramount focus is on expanding access to the education system.

The South African Qualifications Authority is mandated with the mission “to ensure the development and implementation of a national qualifications framework.” This framework plays a pivotal role in fostering the comprehensive development of each learner and contributing to the social and economic advancement of the nation. The framework operates as a set of principles and guidelines facilitating the registration of learner achievements, promoting national recognition of acquired skills and knowledge, and encouraging a seamless, lifelong learning system.

Outlined in the South African Qualifications Authority Act (No. 58 of 1995), the objectives of the National Qualifications Framework encompass the creation of an integrated national framework for learning achievements, facilitating access to and mobility within education, training, and career paths, enhancing the overall quality of education and training, accelerating redress for past unfair discrimination, and contributing to the holistic personal development of each learner and the broader socio-economic development of the nation.

To reach these objectives, the South African Qualifications Authority commits to establishing a national learners’ records database, overseeing the quality assurance process, and developing a regulatory framework for the standard-setting process. Aligned with the strategic plan for Higher Education, there is an envisioned increase in enrolment from 15% to 20% of school leavers within 15 years. Notably, the plan outlines a shift in enrolment patterns within five years, with declines in humanities and rises in Business and Commerce, as well as Science, Engineering, and Technology.

Closing remarks 

Ultimately, South Africa’s effort to confront the fundamental educational difficulties formed by its historical context, particularly the persisting effect of apartheid, demonstrates a commitment to transformative reform. The strategic goals and policies addressed here are part of a larger effort to create a more inclusive, equitable, and high-quality education system. South Africa’s commitment to accessible, high-quality education for all remains steadfast as it navigates the complexity of this educational landscape.

While obstacles remain, the coordinated investments and reforms demonstrate a resilience that reflects the country’s commitment to developing an informed, competent, and internationally competitive population. South Africa’s education system is a dynamic environment that represents a continuing conversation between past injustices and the aim of a future in which every learner can prosper regardless of their colour or native language.

As the country develops in its own way, it is critical to constantly analyse and adjust policies, drawing inspiration from successful tactics, promoting cooperation, and ensuring that the educational journey corresponds with the changing demands of South Africa’s varied and dynamic community. The goal of this collaborative initiative is to pave the way for a future in which education serves as a beacon of empowerment, breaking down barriers and unlocking the full potential of every student.

REFERENCES

Cover Image by Trevor Samson / World Bank via Flickr

  • Avert. (No date.). South Africa HIV statistics. Available from: www.avert.org/safricastats.htm  (Accessed date: 19th November 2023).
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Bhorat, H. and Hodge, J. (1999)
  • Decomposing shifts in labor demand in South Africa. The South African Journal of Economics 67(3): 348 – 380. 
  • Education and Training Unit. s.a. Government programmes and policies: education policies: school fees. Available from: http://www.etu.org.za/toolbox/docs/government/ schoolfees.html (Accessed 19th November 2023).
  • Gater, R. & Isaacs, D. 2012. Spending on school infrastructure does matter. GroundUp, 25 May. Available from: https://www.groundup.org.za/article/spending-school- infrastructure-does- matter/ (Accessed 19th November 2023). 
  • Gater, R. & Isaacs, D. 2012. Spending on school infrastructure does matter. GroundUp, 25 May. Available from: https://www.groundup.org.za/article/spending-school- infrastructure-does- matter/. Accessed 19th November 2023). 
  • Govender, P. 2017. Matric results 2016: 18 schools obtain 0% pass rate. Mail & Guardian, 5 January. Available at https://mg.co.za/article/2017-01-05-matric-results-2016-18-%20schoolsobtain-0-pass-rate ( Accessed 19th November 2023).
  • Kingdon, G. and Knight, J. (2005) Unemployment in South Africa: Causes, Problems and Policies. Paper presented at the conference, ‘The South African Economy Under Democracy: A 10 Year Review of Economic Policies”, Stellenbosch.
  • Hosking, S. (2001) Rates of return to education in South Africa, 1960 – 1996. Paper presented at the DPRU conference, 200l.
  • Hoogeveen and OzIer (2004) Not separate, not equal: Poverty and inequality in post-apartheid South Africa. World Bank, working paper.
  • Motala, S., & Dieltiens, V. (2009). Education in South Africa: A System in Crisis. Pretoria: Human Sciences Research Council.
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  • Saul, J. (2002). The Crisis in South African Schools: An Analysis of the Wastage in the South African School System. Pretoria: Human Sciences Research Council.
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  • South Africa. Centre for Education Policy Development. 2017. Challenges facing education in South Africa. Pretoria: Department of Education. Available at http://www.cepd. org.za/files/pictures/The%20 Challenges%20Facing%20Education%20Interview %20Nov%2009.pdf (Accessed 19th November 2023). 
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The Art of Living Free Schools: Nurturing Holistic Education for a Bright Future

Written by Frida Brekk.

The Art of Living Schools[1] represent an educational project established under the umbrella of the Art of Living Foundation, a non-profit organization founded by Sri Sri Ravi Shankar in 1981. Committed to enhancing personal and societal well-being, the Art of Living Foundation spearheads various programs and initiatives to achieve this aim. Recognizing the pivotal role of education in shaping individuals’ lives and cognitive development, the Art of Living Schools has emerged as a distinctive educational initiative that transcends conventional academic approaches. This article delves into the underlying philosophy, mission, and transformative impact of the Art of Living Schools, elucidating their commitment to holistic education and the empowerment of students, paving the way for a promising future.

The Art of Living Schools are distinguished by their comprehensive and holistic approach to education, embracing the fundamental belief that the mind, body, and spirit are interconnected and should be nurtured in unison. Rooted in the wisdom and teachings of Sri Sri Ravi Shankar, the visionary behind the Art of Living Foundation, these schools aspire to cultivate not only the academic growth of students but also their physical, mental, and emotional well-being.

By integrating various aspects of human development, the Art of Living Schools empowers students to emerge as well-rounded individuals equipped with the knowledge, skills, and values needed to make meaningful contributions to society. Through this comprehensive educational model, students are not only prepared for academic success but are also encouraged to cultivate inner resilience, emotional intelligence, and a sense of purpose, enabling them to navigate life’s challenges with grace and integrity.

At the core of the Art of Living Schools is the emphasis on values-based education. Students are guided to cultivate qualities such as compassion, integrity, respect, and social responsibility. These values form the foundation for character development, ethical decision-making, and the development of leadership skills. By instilling these values, the Art of Living Schools aim to nurture individuals who contribute to the betterment of their communities and the world at large.

At the forefront of the Art of Living Schools’ educational philosophy lies a commitment to nurturing character development and cultivating essential life skills in conjunction with academic excellence. Recognizing the value of holistic education, students are actively engaged in a wide array of activities that foster teamwork, effective communication, problem-solving, and critical thinking abilities.

Through a deliberate focus on practical life skills encompassing time management, goal setting, and proficient communication, students are equipped with a well-rounded skill set to navigate the multifaceted challenges that lie beyond the boundaries of the classroom. This comprehensive educational approach empowers students to not only excel academically but also thrive in various facets of their lives, enabling them to become resilient, adaptable, and successful individuals.

Within the framework of the Art of Living Schools, a profound commitment to social responsibility and compassionate action is fostered through the integration of service learning into the curriculum. Students are actively involved in community service projects and initiatives that address both local and global issues. By actively engaging in service, students acquire invaluable lessons in selflessness, develop a profound sense of empathy, and recognize the profound significance of contributing to the greater well-being of others.

Understanding the pressures and difficulties that students encounter in our modern, fast-paced world, the Art of Living Schools take a compassionate approach by integrating mindfulness and stress reduction techniques into their educational framework. Students are introduced to valuable practices such as deep breathing exercises, meditation, and mindfulness exercises that foster emotional resilience, stress management, and overall well-being. By equipping students with these lifelong tools, the Art of Living Schools not only support them during their academic journey but also empower them to navigate stress and challenges throughout their lives with confidence and inner strength.

In line with their mission, their focus on education on girls is exemplified through a significant milestone by inaugurating an all-girls school in Parola Village, located in the Udaipur District of Rajasthan. This achievement holds great significance as the village had previously been reluctant to support their daughters’ education. The establishment of this school with 120 students marks a turning point, symbolizing a collective shift in mindset and recognizing the importance of girls’ education. These facilities are equipped and fully inclusive of free books, free uniforms and bags, free transportation, and free computer labs.

“We believe a school is not complete without holistic and quality facilities being provided for the students. These facilities not only act as basics to a decent standard of living but also aim to maintain an enabler/motivator for students and parents.”

A mentionable story of The Art of Living Schools is exemplified through Anushika Anil Kambale, a cheerful and contented student at Shri Shri Gnyan Mandir, has experienced a remarkable transformation since joining the school. Despite her conservative family background and initial fears, Anushika has become enthusiastic about her education and actively participates in school activities. Her behavior and habits have positively changed, and she now encourages her family and neighbors to adopt healthier practices and engage in spiritual activities.

Anushika’s parents credit the Art of Living’s Happiness Program for their family’s newfound happiness and spiritual growth. The positive impact on Anushika’s life has inspired her neighbors to consider enrolling their children in Shri Shri Gnyan Mandir as well. Anushika’s parents express immense gratitude to the school’s teachers and Shri Shri Ravi Shankarji, the inspiration behind the Art of Living Schools, for their transformative work in shaping children and society.

The Art of Living Schools provide a nurturing and transformative educational experience that extends beyond academic excellence. With a focus on holistic development, values-based education, mindfulness, and social impact, these schools strive to empower students to become compassionate, responsible, and well-rounded individuals. By equipping students with life skills, character development, and a sense of purpose, the Art of Living Schools are shaping the leaders and change-makers of tomorrow who will make a positive difference in the world.

References

The Art of Living Schools website “Overview” https://www.artoflivingschools.org/about-us/art-of-living/ Last visited: April 12th

Id. “Stories of Transformation” https://www.artoflivingschools.org/stories-of-transformation/ Last visited: April 12th

Id. “Facilities Provided” https://www.artoflivingschools.org/facilities-provided/ Last visited: April 12th

Brazil: School system dependency on electoral volatility

Written by Mayeda Tayyab

In Brazil, the right to free public education at any level is granted by the Federal Constitution. The responsibility of providing free public education thus falls under the federal system of government, at three levels – including the federal, individual states and municipality governments- thus decentralising education in Brazil. This system has led to increased corruption and misue of resources and funding by the political parties in charge for their own interests.

Decentralisation and corruption

Due to decentralisation, the quality of primary public education in Brazil has been negatively impacted. Since the majority of schools are managed by the municipal governments (5,570 different municipalities to be precise), managing and improving quality of education is much harder.

Primary education in Brazil is funded through FUNDEB (Fund for the Maintenance and Development of Basic Education). The federal government supplements funds which are then distributed by each state among its municipalities. Mayors have much freedom in deciding how these funds are spent, creating an opportunity for misuse of resources. 

Unlike other countries where the change in political party after general elections leads to change in top civil service positions, in Brazil this change trickles down to the municipality governments – reshaping local bureaucracy. This system has a huge impact on the quality of public education in Brazil. Because educational funding is in the hands of municipalities and under the control of mayors, the reshaping of local governments with general elections leads to the use of these public funds and resources by the political parties in charge to serve their own purposes.

Furthermore, the public education sector under municipalities is one of the biggest employers in Brazil. These jobs are also severely misused by corrupt politicians to reward the supporters of their political parties either as rewards or bribes. In most Brazilian municipalities, principles are nominated by politicians, which contributes to the politicisation of education in Brazil.

Moreover, FUNDEB funds make an important part of the poor and small municipalities, coupled with the low monitoring of these funds, it creates the perfect opportunity to carry out political corruption at the municipal level. According to the audits conducted by the Federal Government Controller’s Office (CGU) between 2001 and 2003, 13% to 55% of FUNDEB’s total budget was lost due to corruption (Transparencia Brasil 2005).

Corruption in Brazil is not limited to the municipal level. National and international studies show that corruption in handling of public funds for education has damaged the quality of education. According to Ferraz, Finan and Moreira (2012), approximately 60% of the corruption cases in Brazil are related to the education and health sector. In June 2022, Brazil’s education minister, Milton Ribeiro, was arrested on corruption charges involving crimes such as abuse of power and peddling. This was the third education minister that resigned from his post under President Bolsonaro, who promised to tackle corruption during his term in office.

Hence, decentralisation and politicisation of the education system in Brazil has led to serious corruption in the sector, leading to a decrease in the quality of education and resources.

Budget cuts

In 2022, President Bolsonaro cut a budget of 450 million euros from federal universities calling such educational institutions leftists breeding grounds. This led to huge demonstrations against the cuts across the country and created a dire situation for the higher education sector in Brazil, seriously affecting the functioning of universities due to difficulties in paying the staff.

Budget cuts in funding for universities has also led to declining infrastructure of institutions, damaged buildings, broken furniture, leaks and broken elevators. Universities also cannot afford to pay cleaning staff, leading to neglect of educational spaces. Apart from the physical damage to universities, at the start of the Covid pandemic, thousands of research grants were suspended, putting the entire higher education system in danger.

Impact

Many young people in Brazil are dropping out of primary education due to the lack of motivation, low quality of teaching and syllabus, or to enter the workforce early to provide for their families. The decentralised structure of education has led to these shortcoming in the quality of education and teaching, impacting the motivation of students to continue with their studies.

While public education makes up for the majority of the primary and secondary education, private education tackles precedence at university level. This has led to a disparity between students from advantaged and disadvantaged backgrounds. While students from privileged families opt for private higher education institutions, student finance funding has opened doors for students from poorer backgrounds to also join these institutions, although their number remains low.

Due to the lack of a one central system being responsible for public education coupled with the politicisation of education and corruption in this sector, Brazil’s education system – as it currently stands, is under the complete power of the politicians and political parties in charge. This issue cannot be overcome unless education is completely separated from the politically motivated institutions and managed through a system and group of people who are hired solely for their skills in the education sector.

References

The Enduring Legacy of Jacques Delors: Transformative Visions for Education and Society

Written by Laraib Ahmed

Jacques Delors is a prominent French economist and politician who notably served as the President of the European Commission from 1985 to 1995. He played a significant role in shaping the European Union (EU) during a crucial period of its development. Delors is widely recognized for his efforts in advancing European integration and was instrumental in implementing the Single European Act, which aimed to create a single market within the European Economic Community (EEC), that now developed into being the EU. He also pushed for the creation of the euro currency, which became a reality after his tenure. Delors is considered a key figure in modern European politics due to his contributions to the EU’s growth and development.1

The Delors Report, “Learning: the Treasure Within,” commissioned by UNESCO in 1996 and chaired by Jacques Delors, delineated four pivotal pillars of education essential for personal and societal growth.

Firstly, “Learning to Know” transcends the mere accumulation of facts and figures. It champions the cultivation of critical thinking, problem-solving abilities, and a comprehensive understanding of various subjects. This pillar advocates for an educational approach that not only imparts knowledge but also encourages lifelong curiosity and adaptability in an ever-evolving landscape.

Secondly, “Learning to Do” underscores the significance of practical application alongside theoretical learning. It acknowledges the importance of vocational training, hands-on experience, and the development of technical competencies tailored to specific professions or tasks. This pillar aims to equip individuals with the practical skills necessary to excel in their chosen fields and adapt to evolving professional demands.

Photo de Jorgen Hendriksen sur Unsplash

The third pillar, “Learning to Be,” prioritises holistic development. It places emphasis not solely on academic achievement but also on emotional intelligence, self-awareness, values education, and personal growth. Its goal is to nurture well-rounded individuals capable of making sound decisions, understanding themselves and others, and positively contributing to society.

Lastly, “Learning to Live Together” accentuates the fostering of social cohesion, intercultural understanding, and global citizenship. It advocates for an educational framework that fosters respect for diversity, tolerance, empathy, and peaceful coexistence among individuals from various backgrounds. This pillar aims to prepare individuals to thrive in a diverse, interconnected world by cultivating a sense of shared humanity and collective responsibility.

Collectively, these pillars advocate for an inclusive and comprehensive educational system. They stress the development of critical skills, personal growth, social harmony, and a global mindset to enable individuals to navigate the complexities of the modern world and actively contribute to the betterment of their communities and societies. 2

The Delors Report’s enduring significance stems from its enduring principles that address the evolving needs of education and society. By advocating for a comprehensive educational approach, the report remains vital today, recognizing the necessity of equipping individuals not only with academic knowledge but also practical skills, emotional intelligence, and a sense of social responsibility. Its call for adaptability in education, relevant in our rapidly changing world, emphasises the importance of versatile, adaptable skills amid technological advancements and shifts in the job market.3

Photo by Jorgen Hendriksen on Unsplash

Moreover, the report’s emphasis on fostering global citizenship, intercultural understanding, and social cohesion resonates strongly in our increasingly interconnected world. It stresses the preparation of individuals to thrive in diverse settings, advocating for inclusive societies amidst globalizations. The concept of lifelong learning, a central tenet of the report, holds particular relevance today, acknowledging the necessity of continuous learning and upskilling in the face of emerging technologies and evolving paradigms. The report’s focus on personal development, emotional intelligence, and values aligns seamlessly with ongoing discussions about well-being, mental health, and the holistic nurturing of individuals. Its principles continue to guide educational discussions and reforms, shaping education to meet the challenges and opportunities of the contemporary world by emphasizing adaptable skills, global awareness, and holistic development.4

Featured image: Photo de Christian Lue sur Unsplash

References:

Britannica, T. Editors of Encyclopaedia (2024, January 6). Jacques Delors. Encyclopedia

Britannica. https://www.britannica.com/biography/Jacques-Delors

Gaillard, B. (2024, January 5). Décès de Jacques Delors, digne héritier des pères de l’Europe. Touteleurope.eu. https://www.touteleurope.eu/histoire/jacques-delors-digne-heritier-des-peres-de-l-europe/

Institut Jacques Delors. (2020, August 19). 25 years after the Delors Report: what lessons for economic and monetary union? – Institut Jacques Delors. https://institutdelors.eu/en/publications/25-years-after-the-delors-report-what-lessons-for-economic-and-monetary-union/

1 Britannica, T. Editors of Encyclopaedia (2024, January 6)

2 Gaillard, B. (2024, January 5). Décès de Jacques Delors, digne héritier des pères de l’Europe.

3 Institut Jacques Delors. (2020, August 19). 25 years after the Delors Report: what lessons for economic and monetary union? – Institut Jacques Delors.

4 Institut Jacques Delors. (2020, August 19). 25 years after the Delors Report: what lessons for economic and monetary union? – Institut Jacques Delors.

From Slums to Success: The Remarkable Story of Kianda Foundation and Its Impact on Kenya’s Most Vulnerable Communities

Written by Frida Brekk

Kianda Foundation is a non-profit organization that aims to empower underprivileged communities in Kenya through education, healthcare, and entrepreneurship. Founded in 2001 by a group of young professionals, the Kianda Foundation has since impacted thousands of Kenyans’ lives. The foundation’s focus on education is evident in its various programs aimed at providing quality education to children in low-income areas. The Early Childhood Development (ECD) program targets children between the ages of 3 and 6 years and provides them with a solid foundation in literacy, numeracy, and social skills. The primary education program focuses on providing quality education to children in grades 1 to 8, while the secondary school program provides scholarships to deserving students to enable them to complete their high school education.

Kianda Foundation’s healthcare program provides basic medical care to children in low-income areas, focusing on preventive care. The program also provides health education to children and their parents to promote healthy living practices. Additionally, the foundation runs a nutrition program that provides meals to school children, ensuring they have access to healthy and nutritious food. The Foundation’s entrepreneurship program aims to empower women and youth through skills training and access to capital. The program provides training in various skills, such as tailoring, hairdressing, and catering, among others. Participants are also provided with capital to start their businesses, enabling them to become self-sufficient and contribute to their communities’ economic development.

Photo by Kevin Menya on Unsplash

One of the notable achievements is the establishment of Kianda School, a top-tier primary school located in the affluent suburb of Muthaiga, Nairobi. The school provides a world-class education to children from diverse backgrounds, with a focus on academic excellence, character formation, and social responsibility. The school’s alumni have excelled in various fields, including medicine, law, and entrepreneurship. The Kianda Foundation founded Kianda School as a flagship school that provides a world-class education to children from diverse backgrounds. One of the school’s notable achievements is its focus on character formation, social responsibility, and academic excellence. The school’s curriculum includes classes on social justice, environmental conservation, and community service, instilling values of empathy and leadership in students. Kianda School’s alumni have excelled in various fields, including medicine, law, and entrepreneurship, and many have become leaders in their communities and beyond.

Kianda Foundation’s impact is evident in the thousands of lives it has touched over the years. Its commitment to empowering communities through education, healthcare, and entrepreneurship has made a significant difference in the lives of underprivileged Kenyans. The foundation’s programs have improved the quality of life for individuals and contributed to the development of communities and the country as a whole. Kianda Foundation is undoubtedly a testament to the power of individuals coming together to make a difference. Its commitment to empowering underprivileged communities through education, healthcare, and entrepreneurship is an inspiration to many.

Grace was a young girl living in the slums of Nairobi when she was enrolled in the Kianda Foundation’s Early Childhood Development program. Before joining the program, Grace had never held a pencil or attended school. However, Grace quickly learned how to read and write through the program’s quality education and nurturing environment. She also developed social skills and gained confidence in herself. After completing the ECD program, Grace was enrolled in Kianda Primary School, where she excelled academically. She received a scholarship from the Kianda Foundation to complete her high school education. Today, Grace is a successful businesswoman and a role model to many young girls in her community.

Photo by Ugandan Crafts on Unsplash

Mary was a single mother living in a low-income area of Nairobi. She had always dreamed of starting her own business but needed more skills and capital to do so. Through Kianda Foundation’s entrepreneurship program, Mary received training in tailoring and was provided with a microfinance loan to start her own tailoring business. With hard work and determination, Mary’s business grew, and she was able to support her family and employ other women in her community. Mary is now a successful entrepreneur and a mentor to other women in her community who aspire to start their businesses.

Another remarkable accomplishment through the Kianda Foundation is the story of Rosemary Njeri. Rosemary grew up in the slums of Nairobi and had limited access to education and economic opportunities. However, her life changed when she was enrolled in Kianda Foundation’s primary school. Rosemary excelled academically and was awarded a scholarship by the Kianda Foundation to attend a prestigious high school in Kenya. She continued to excel in her studies and was awarded a scholarship to attend the United States International University-Africa (USIU-A) in Nairobi. At USIU-A, Rosemary pursued a degree in international business administration and was actively involved in various extracurricular activities. After completing her degree, Rosemary worked for several years in the private sector in Kenya before returning to Kianda Foundation as a program officer. In this role, she oversaw the foundation’s entrepreneurship program, which provides training and microfinance loans to women and youth in low-income areas. Under Rosemary’s leadership, the entrepreneurship program expanded and reached more people in need. Many of the program’s beneficiaries went on to start successful businesses, creating jobs and contributing to their communities’ development. In recognition of her outstanding work, Rosemary was selected to participate in the prestigious Mandela Washington Fellowship, a flagship program of the Young African Leaders Initiative (YALI) that brings together young African leaders for leadership training and networking opportunities in the United States. Today, Rosemary is a successful social entrepreneur and a role model to many young women in Kenya. She is the founder of La Fédération Des Femmes Entrepreneurs Du Cameroun, a social enterprise that empowers women entrepreneurs in Cameroon. Rosemary’s success is a testament to the transformative power of education and the impact that grassroots organizations like the Kianda Foundation can have on people’s lives.

These stories are just a few examples of the many lives impacted by the Kianda Foundation. The foundation’s commitment to sustainably empower individuals and communities through education, healthcare, and entrepreneurship has made a significant difference in the lives of underprivileged Kenyans. The foundation’s impact is a reminder that with dedication, hard work, and a sense of purpose, we can all make a difference in the world.

Kianda Foundation’s programs and impact:

  • Since its inception in 2001, the Kianda Foundation has impacted over 25,000 children and young people in Kenya.
  • The foundation’s Early Childhood Development (ECD) program has provided quality education to over 10,000 children in low-income areas.
  • The primary education program has supported over 1,500 students in their primary school education.
  • The secondary school program has awarded over 500 scholarships to deserving students, enabling them to complete their high school education.
  • The healthcare program has provided medical care to over 8,000 children in low-income areas and has reached over 20,000 children through health education programs.
  • The nutrition program has provided over 250,000 meals to children in schools.
  • The entrepreneurship program has trained over 1,000 women and youth in various skills and has provided over 500 microfinance loans to entrepreneurs.
  • Kianda School, the foundation’s flagship primary school, has over 700 students from diverse backgrounds and consistently ranks among the top schools in Kenya in national exams.
  • Kianda Foundation’s programs have received support from various donors and partners, including USAID, Rotary International, and the Kenyan government.

The foundation’s impact goes beyond just the numbers. Kianda Foundation has empowered communities through its various programs by providing access to education, healthcare, and economic opportunities. The foundation’s focus on empowering women and youth is particularly noteworthy, as it has enabled individuals who would otherwise not have had access to such opportunities to become self-sufficient and contribute to their communities development. Kianda Foundation’s impact on the lives of individuals and communities is a testament to the power of grassroots organizations to effect change and make a lasting impact.

References:

The Gaza Conflict Dilemma: Academic Freedom and the Complex Tapestry of Free Speech in American Universities

By Samantha Orozco

In recent days, Harvard’s President, Claudine Gay, resigned amidst an antisemitism scandal. Contrary to expectations, her resignation was not prompted by allegations of antisemitism at the renowned institution but by accusations of plagiarism. While such accusations warrant the resignation and removal of an academic in such a pivotal role, it is crucial not to overlook the controversy surrounding her decision to step down and the pressure exerted by members of the US Congress and Harvard’s Jewish Community.

Gay, alongside other esteemed university presidents such as Liz Maguill of the University of Pennsylvania (who also resigned) and Sally Kornbluth of the Massachusetts Institute of Technology, faced scrutiny following allegations of antisemitism and potential endorsement of university authorities. This situation preceded a hearing initiated by the US Congress Republican Party to investigate “their actions to curb and penalize antisemitism in their respective universities.” [1]

Claudine Gay, president of Harvard University taken by Ken Cedeno, Reuters
Sally Kornbluth, president of Massachusetts Institute of Technology taken by Kevin Dietsch/Getty Images
M. Elizabeth Magill, president of University of Pennsylvania , taken by Kevin Dietsch/Getty Images

The inquiries and pressure directed at these university presidents are just the tip of the iceberg in the attempt to stifle freedom of speech in American universities. For instance, Columbia University prohibited participation in demonstrations supporting either Palestine or Israel. While this initially suppressed the two main student groups, the resolution backfired as students organized protests and formed over 40 student groups to continue expressing support for their causes.[2] Another example is the decision by Ron DeSantis, Governor of the State of Florida, to declare all pro-Palestinian groups in state universities illegal and compel their closure.[3]

The situation unfolding in American universities and the congressional approach to the matter threatens academic freedom and the right to freedom of speech. This is exacerbated by the fact that this precedent could set an example nationwide, where a pro-Palestinian liberation movement emerges without the intention of promoting hate speech but instead creating discomfort for those with differing views. On the other hand, the concern lies in the unequal treatment of hate speech incidents, mainly when directed against Palestinian or Muslim students.

“Anti-zionism is Antisemitism”?

The initial misstep in defining the boundaries of tolerance for expressions of support for the Palestinian movement occurred with the congressional resolution that equates anti-Zionism with antisemitism. [3] This sets a dangerous precedent, as many anti-Zionist movements advocate for a ceasefire in Gaza or criticize Israel’s military actions without promoting hatred or discrimination against Jews. Since October 7, several pro-Israel motions have been endorsed by Congress, reflecting widespread support for Israel among most US legislators during its offensive in Gaza, resulting in the tragic deaths of over 16,000 Palestinians.[4]

The conflation of anti-Zionism with antisemitism definitions has led to the interpretation of any form of support for Palestinians as acts of antisemitism. University presidents faced questioning on this matter, often relying on context to address inquiries. Their responses were often hesitant, not firmly stating whether certain behaviours are antisemitic or not, emphasizing the importance of context. In an environment where pro-Palestinian expressions are perceived as universally antisemitic, nuanced responses are challenging to provide, leading to the coerced cessation of pro-Palestine protests by university students.

Determining whether specific expressions may be considered antisemitic requires a case-by-case analysis, potentially placing such behaviours outside the protection scope of the right to freedom of speech. Article 19 of the International Covenant on Civil and Political Rights (ICCPR) asserts that everyone is entitled to freedom of speech, making expressions of support for Palestinians a fundamental exercise of this right. Striking a balance between freedom of speech and the prevention of hate speech is essential, though international human rights law lacks a formal definition of “hate speech.” Instead, most United Nations instruments refer to “incitement to discrimination, hostility, or violence.”[5]

Limitations on freedom of speech under international law aim to reconcile two fundamental principles. On one hand, the principle of equality and non-discrimination ensures the equal enjoyment of human rights, protection under the law, and dignity without discrimination. On the other hand, the right to freedom of opinion and expression safeguards the right to hold opinions without interference and to express, seek, receive, and impart information and ideas across all mediums and without borders. [6] Advocating for the implementation of drastic measures that quash any expression of support for Palestinians is a misguided approach in the pursuit of a shared objective, which ideally should be peace and the safeguarding of human dignity, irrespective of individual perspectives on the Gaza conflict.

American citizens pro-Palestinian protest in front of Israel Consulate – by Hossam el-Hamalawy on Flickr

The challenge for academy and university students

An intriguing aspect to ponder is the state of academia when contentious issues arise, potentially jeopardizing even professional positions. Will contributions to the analysis of the Conflict in Gaza, particularly from academics at renowned American universities, be tainted and stifled by the fear of being branded as antisemitic?

While advocating for the punishment of hate speech, incitement to Violence, or genocide against any involved groups in the conflict is commendable, the challenge lies in striking a balance that preserves academic freedom. This concept, rooted in medieval European universities,[6] encompasses the freedom of teachers and students to engage in teaching, studying, and research without undue interference or constraints from law, institutional regulations, or public pressures. Its fundamental tenets include teachers’ freedom to explore subjects of intellectual concern, present findings without censorship, and teach in a professionally appropriate manner.

Students can study relevant subjects, form conclusions independently, and express their opinions. Advocates argue that the justification for academic freedom is not solely for the comfort of educators and students but for societal benefits.[7] A society thrives when the educational process fosters knowledge advancement, and such progress is best achieved when inquiry remains free from state, institutional, or special-interest group restraints. In that sense, more than trying to suppress opinions, universities should promote healthy discussions among different perspectives and encourage students to participate in other academic spaces.

Ironically, being a college president may be one of the least desirable positions in American universities. The removal of a university president should ideally result from internal deliberations among board members and academic personnel, not from political pressures emanating from the Capitol. Universities must remain immune to political coercion, and authorities should distinguish between this and exercising freedom of speech and promoting academic freedom. At the moment, actions appear to favour a specific narrative, undermining the potential for diverse and healthy approaches and discussions in a nation where no voices should be silenced.

Notes:

[1]Blinder, Alan & Others for The New York Times. (12 December 2023) Universities Face Congressional Inquiry and Angry Donors Over Handling of Antisemitism. https://www.nytimes.com/2023/12/07/us/university-of-pennsylvania-mit-harvard-antisemitism.html

[2]Stack, Liam, for The New York Times. (November 2023) Columbia Closes Campus as Israel-Hamas protests erupts. https://www.nytimes.com/2023/10/12/nyregion/columbia-university-israel-hamas-protests.html

[3]Hay, Andrew for Reuters. Florida´s De Santis bans Pro-Palestinian Student Group. https://www.reuters.com/world/us/floridas-desantis-bans-pro-palestinian-student-group-2023-10-25/

[4]Mohamed, Edna, and others for Al Jazeera. Israel-Hamas war updates: More than 16,200 dead in Gaza from Israeli Attacks. https://www.aljazeera.com/news/liveblog/2023/12/5/israel-hamas-war-live-israeli-attacks-on-southern-gaza-reach-new-depths

[5]United Nations Human Rights Commission, Hate speech and incitement to hatred or Violence. Special Rapporteur on Freedom of Religion or Belief https://www.ohchr.org/en/special-procedures/sr-religion-or-belief/hate-speech-and-incitement-hatred-or-violence#:~:text=As%20a%20matter%20of%20principle,peaceful%2C%20inclusive%20and%20just%20societies.; The International Convention on the Elimination of all Forms of Racial Discrimination (CERD), adopted by the UN General Assembly in 1965, prohibits “propaganda” and “dissemination of ideas” about racial superiority and The Convention on the Prevention and Punishment of the Crime of Genocide (art. 4).1948, The Rome Statute of the International Criminal Court was adopted in 1998  (art. 25).

[6]Simpson, R. M. (2020). The relation between academic freedom and free speech. Ethics, 130(3), 287-319.

[7]Hinchey, P. H. (2010). Finding freedom in the classroom: A practical introduction to critical theory (Vol. 24). Peter Lang; Barrow, C. W. (2017). Realpolitik in the American University: Charles A. Beard and the problem of academic repression. In Neoliberalizing the University: Implications for American Democracy (pp. 26-46). Routledge.